Archive for the ‘christchurch rudolph steiner school.’ Category

I thought I would post our concerns so far with the Christchurch steiner school. I would make it clear that “our concerns” have not been dealt with by the school. You can read those concerns here. It is why I have ended up blogging about our experience with waldorf education and anthroposophy.

It is a pedagogy [waldorf education] which has its origin in the child and its goal is to develop each child’s individual potential (this is not observable, what is observable is the waldorf system’s unflagging push to indoctrinate children into anthroposophical thinking. Everything is copied from the board. No thinking required. No critical analysis. No thinking out of the waldorf box. How does that produce individual potential?).

The Waldorf School is a unified, inclusive school model spanning all ages from preschool to the end of the upper school/high school (unless you ask questions. Then they exclude you and kick you out instead of answering the questions). Within the curriculum framework of the various class levels, the subjects are connected to each other (it saves testing and planning to meet student’s needs). As the subjects are oriented to the developmental phases of the children and adolescents, they enable multi-faceted, age-related possibilities of developing the individual (strictly eurocentric or aryan in nature). These consist of, for example, the acquisition of (occult)knowledge, cultural competence (as long as it’s european, german specifically), social and emotional skills (bullying), as well as various practical and artistic skills (see also multiple intelligence).

One wonders if all the authors of this unoriginal document are attached to the waldorf / steiner movement in some way?

The learning of one to one matching of number words eg; one (the word) to one concrete object, say a block of some kind, is not new and common in the teaching of numeracy. There’s nothing “esoteric” or hidden about this knowledge and I am affronted by this rather lame attempt to make numeracy some kind of “spiritual science” by the waldorf / steiner community. Rhythmical teaching strategies have always been a part of “State Teaching” in Aotearoa NZ. We know it helps rote learning of basic facts but does little to teach that the formula (say 3 x 4 = 12)actually means that there are 3 groups of 4 objects and when I join them together, I end up with 12 objects. Repeated addition is very useful. Of course the child rarely comes to their first class knowing this concept and it takes some time to learn. But it is not “esoteric” or “magical” in any way. Contrary to anthroposophical opinion, it is not only for the initiated. See what waldorf answers has to say here.

I have been reading this lecture that steiner gave on ‘occult science.’ How the heck can our minister of education justify her stand on the accountability of steiner schools in Aotearoa NZ when state schools must be transparent and accountable?

This is an indication of how anthroposophical teachingindoctrination will bridge the gulf between the so-called living and the so-called dead; and already now we can see how human beings who have some understanding of the spiritualoccult may be a blessing to the so-called dead by reading to them in thought the truthsinventions of Spiritual Science. If, either reading aloud or to ourselves, we follow in thought the ideas and conceptsinventions of Spiritual Science, at the same time feeling that one or more who have passed through death are there in front of us while we read, then this reading becomes very real to them, because such thoughts are inscribed into the Akasha-substance. Such reading may be of the greatest service, not only to those on the other side of death who while they were on earth concerned themselves with Spiritual Science, buffoonery but also to those who during their earthly life would have nothing to do with it.

The Taikura Rudolf Steiner school community has been reassured by the Minister of Education, Anne Tolley, that they can rest easy over National Standards and the future of their school. The Hastings school was one of hundreds throughout the country opposed to the controversial new directive, but in June cried foul when a letter from Ms Tolley urged them to comply or face legal action, and potentially lose government funding.

Protest was rife since the forced compliance, and included a large presence of parents at Prime Minister John Key’s Napier meeting.Last month, after a meeting with concerned Taikura parents, Tukituki MP Craig Foss wrote to Ms Tolley on their behalf, and received a reply on Thursday he said alleviated many of their concerns. Read more here on Hawkes Bay Today.

Well done John Key! Buckling to this type of educational philosophy in Aotearoa NZ is just what our children need. Obviously you are either a steiner proponent or your researching is somewhat cursory. The question needs to be asked. Why don’t steiner schools have to be accountable to the ministry for their delivery of ‘education’ (I use the word advisedly) in Aotearoa NZ?

Waldorf schools emphasize imagination, (After having looked at what Christchurch Steiner deem to be imagination, I can only emphasise that what they term ‘imagination,’ is really a case of young people being indoctrinated to the steiner paragdim)inspiration, and intuition. (both inspriration and imagination are merely one step removed from steiner’s view of clairvoyance. I am not surprised that someone born in those times thought it was a real and observable thing). You may be surprised by the reason. A basic tenet of Anthroposophy is that humanity is evolving upward through higher and higher stages of consciousness or cognition (I absolutely fail to see how racism, bad science and illogical teaching pedagogy can be mistaken for a higher stage of consciousness or cognition. One would have to ignore some fundamental truths to accept this philosophy). If we live wisely and well, we move to higher forms of consciousness during our present lives, (how can anthroposophy be given any level of respect when it is based on faery tales, gnomes, undines, claivoyance, occult science and many other untruths) during coming our lives after death, and during our future evolution on other planets. (evidently, planet x is on it’s way)?* Imagination, for instance, is the form of consciousness we will perfect on Jupiter. Inspiration is higher than imagination — we will perfect it on Venus — and intuition is higher still — we will perfect it on Vulcan (obviously didn’t know the physical makeup of these planets). Essentially, these are all stages of “exact” or “strict” clairvoyance. Here is Steiner speaking of intuition, which involves contending with occult Moon forces: “Conscious Intuition, therefore, the highest development of strict clairvoyance, actually consists in arresting the actions which a sleepwalker is instinctively compelled by the Moon-forces to perform. Anyone who brings about this metamorphosis does not give himself up to the physical forces of the Moon but holds them in check within himself. Thus he is enabled to devote himself intuitively to the relevant spirituality; that is, he attains to Intuition.” — Rudolf Steiner, THE Devolution EVOLUTION OF CONSCIOUSNESS, lecture 7, GA 227. *In Steiner’s teachings, clairvoyant meanderings such planets are future evolutionary conditions of the entire solar system. The planets we see in the sky today are remnants and precursors of past and future stages. Waldorf schools worktry to prepare the way for future human evolution as describedimagined by Steiner. In this effort, they rely heavily on clairvoyanceimagination.

I was interested to read the “Mission Statement” from the kindergarten “fossil Bay.” As usual, the part about their insistence that clairvoyance is an alternative to state education, and that they are using the philosophy/religion/cult of anthroposophy to background their educational pedagogy has been omitted from the somewhat cheesy picture they are attempting to paint for us all. All beauty and very little substance.

“Our purpose is to create and sustain a nurturing community of inspired children (unless the child is somewhat of an individual and doesn’t conform to their ideal), teachers and parents in order to provide a modern anthrophosophically based education in a physical and emotional environment that facilitates the unfolding of each child’s full potential (the level of conformity to the anthroposophical ideal of inspiration and emotional safety is laughable – just ask questions, and you will see a definite withdrawal of friendship and community, you will be labelled as rebellious, uncooperative and spiritually inferior) . The community will be built on strong values, clear communication and respectful partnership.”